Using Student Reflections to Inform Your Small Groups

In many math classrooms, students work in small groups. While it is common today, it is a major shift from much of the 20th century, when students learned independently, in rows of desks. Given this, it is important to consider the impact that different grouping practices have on student learning and status. These practices vary widely—from grouping students by perceived ability to using flexible groupings, which can include creating groups randomly so that students expect to work with and learn from all of their classmates.

Different Grouping Practices in Mathematics

Ability grouping involves sorting students into fixed groups where some receive teacher-led, slower-paced mathematics in order to “guide them” and “fill in gaps,” and others receive deeper and more rigorous instruction, focused on reasoning and problem-solving. Methods of grouping students that rely solely on perceived ability perpetuate the belief that only certain students can engage in rigorous mathematics.

In contrast, flexible grouping practices are based on the belief that all students have strengths, and therefore the groups are fluid. Groups can be created in response to individual students’ changing needs over time. Students recognize that groups are designed to support and celebrate multiple competencies (cultural, linguistic, intellectual, social). Because flexible groupings rely on the belief that all students are capable and have valuable contributions to make, they support students in developing positive math identities.

Creating flexible groupings that support a diverse range of students in learning together and build on students’ strengths requires teachers to reflect on their beliefs about different students’ capabilities to learn mathematics. It also requires teachers to take time to learn not only about students’ conceptual understandings, but also about their experiences and beliefs about small group work.

Using Student Reflection to Inform Grouping Decisions

Student reflection, which can take the form of surveys, exit tickets, or short one-on-one interviews, provides teachers with valuable information about students’ experiences working in small groups with classmates or the teacher. Students’ feedback about small group work, and how they view themselves as learners in these groups, can reveal issues of status. One example of a tool, Student Reflection Tool: Getting to Know Your Students, is designed to support teachers in collecting this kind of information and can inform grouping decisions.

Angelo, a third-grade teacher, used this tool to help him rethink his practice for pulling small groups.

Angelo’s Story

Angelo was interested in learning more about how pulling fixed small groups to work with him during math class contributed to students’ perceptions of themselves as math learners. He asked students to respond to the following prompts in writing:

When I need help in math class, I want the teacher to…

When I need help in math class, I do NOT want the teacher to…

He reflected on trends in the responses:

“Most students said they want help, but what I found surprising (and was glad to see) was that several students said they do not want me to do the work for them or to tell them the answers. Another thing I found interesting is that several students said they do not want me to pull them into a small group when they need help. I’d like to know more about this.”

Angelo was interested in the responses of two students who seemed particularly hesitant to work with him in a small group. After interviewing these students, he reflected:

“There’s a negative stigma with small, teacher-supported groups. I worry that I unintentionally caused this. I think it’s because there are kids who I almost never meet with because I work only with those who I perceive to need more help.”

Using Student Reflection to Inform Grouping Practices

In thinking about how to shift his grouping practices to address this stigma, Angelo considered different ideas:

“I wonder if having a specific day for specific kids to meet with me would be a good idea. Typically, I pull who I know needs small group time based on an exit ticket or quiz, or observation, which is still needed… but what if I met with every kid every week on a rotating schedule somehow? I’d like to acknowledge that they do all need help at some point.”

Angelo decided to implement a flexible small group structure in his classroom where all his students had opportunities to work with him regularly. He also took time to talk with his students throughout the year about how mistakes can serve as opportunities for learning.

Given the current focus on the benefits of small group work in math classrooms, it is critical to consider the impact of different grouping practices. When teachers take time to listen and respond to the feedback that students offer about their experiences working in small groups, they demonstrate their commitment to fostering a supportive learning community as well as their respect for students’ contributions. In this way, teachers are able to better understand and respond to the impact of grouping practices on their students, which is a critical step in developing an equitable learning environment.